The techniques used in studies of self-monitoring for children's problems w
ere examined, with an emphasis on methodology. As originally conceptualized
, self-monitoring was viewed as both an assessment tool and an intervention
technique. Although self-monitoring as an assessment tool is conceptually
sensible, the use of self-monitoring solely for purposes of assessment with
children introduces significant problems. As a result, the self-monitoring
literature oh children has focused not on its use as an assessment tool bu
t primarily on its use as an intervention technique, with the exception of
the assessment of internalizing disorders. The methodology of self-monitori
ng as it is used with children was examined in targeting internalizing prob
lems, such as anxiety and depression, specific academic skills, broader pro
cesses of self-regulation, on-task behavior, and disruptive behavior proble
ms of children. Conclusions and recommendations are provided for research a
nd practice in the use of self-monitoring for children's problems.